Meaning-Making Strategies |
Problem Solving Strategies |
 Draws on prior mathematical knowledge, diagrammatic and
other mathematical representation to (individually or in a group) understand the
mathematical information. Evaluates own
performance, the mathematics used and outcomes obtained relative to internal mathematical
knowledge and understanding.
Reflects on and questions input and outcomes of
mathematical activities in terms of given information and personal and real world
implications.
Locates and accesses other relevant information,
e.g. meaning of terms, with assistance of teacher or peers.
Uses knowledge of mathematical concepts from
first language to English, and uses bilingual dictionary for assistance with general and
mathematical vocabulary. |
Extracts information from a text or activity that may not
contain all required information and may require conversion of information, e.g. metric
units, words into a diagram. Gathers necessary
information from external sources.
Represents mathematical information in a form
that is personally useful as an aid to problem solving, e.g. table, summary, sketch.
Decides with others, the accuracy of a task with
reference to information available and the purpose of the activity, e.g. to three
significant figures.
Individually or within a group, chooses methods
of solution from a limited range of available methods with teacher and/or peer support.
Uses pen-to-paper, "in-the-head" and
electronically assisted processes appropriately.
Uses developing estimation skills, e.g. mental
arithmetic, visualisation of size, quantity to check outcomes.
Compares results to anticipated outcomes to
confirm results. |
Mathematical Knowledge |
Mathematical Representation |
| Applies ratio and proportion in familiar situations which
may include use of scales, magnification factors, recipes, mixing chemicals. Uses flexibly and interchangeably the equivalent values
for fractions, decimal fractions and percentages.
Interprets signed numbers in relation to real
life situations, e.g. temperature, height above and below sea level.
Converts between metric units by applying
understanding of prefixes, e.g. centi, milli, kilo and as appropriate micro, Mega, etc.
Uses angle properties, symmetry and similarity
relevant to common shapes and structures.
Develops and uses formulae which describes
relationships between variables in familiar contexts, e.g. cooking, repair charges, mixing
chemicals, simple number relationships, area and volume.
Uses a calculator to calculate with fractions,
decimal fractions and percentages and uses other calculator functions as appropriate, e.g.
memory, square root.
Represents a range of types of data appropriately
in a variety of ways including tables, graphs and plots.
Interprets graphical representation and uses as
the basis for inference and prediction. |
Comprehends activities or tasks which include some formal
mathematical symbolism, abbreviations and language, e.g. 2, square root, :, p, and links
to prior mathematical concepts. Uses a combination
of oral and written mathematical and general language, some symbolism, charts and sketches
as appropriate to indicate the problem solving process.
Uses mathematical symbolism and conventions
relevant to the mathematical knowledge at the level, e.g. v, -5°C, b/c. |
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